Category: Teaching

Introduction

The teachers profession is one of the most important in human society, allowing generations of people to pass on the knowledge and discoveries of previous centuries. Teaching is the process of delivering information and skills in a manner that can be understood by others, a difficult process requiring much training in the field of education. Educators from each institution have their specialized approaches and professional outlooks on how to best interact with their students. The age of pupils can vary greatly, and so can the methods that are used by every teacher. Developing a desire to learn new things and curiosity towards knowledge is an important aspect of a teachers job. To successfully teach a child, it is not enough to give them the relevant information and demand that they remember it by heart. The most crucial step is to create a friendly environment that encourages children to understand and remember new material, as well as to research topics on their own. Facilitating the process of discovery, encouraging educational curiosity in students can greatly assist teachers in working with their pupils. For this paper, an examination of teachers for 1 to 6^th-grade children will be made. The central goal is to highlight the importance of curiosity in the learning process and review the techniques used to promote it. Examining various literature connected with the topic allows us to better understand the role curiosity plays in the learning environment.

Literature Review

Arp, L & Woodard, BS & Hensley, RB. (2004) Information literacy and instruction  Curiosity and creativity as attributes of information literacy. Reference and User Services Quarterly. 44. 31-36.

The article concerns itself with the relationship between curiosity, creativity, and learning, seeking to inform the readers on how the former two can increase the effectiveness of the latter. Authors bring attention to the fact that the reform of the educational sphere is often considered from a top-down perspective, focusing on reforming the organizational classroom structure. Arp, et al., note that this outlook on the issue is not full, and any changes need to take into account that learning is an individual-driven personal process, driven by the correct environment. In many schools, the classroom setting suppresses unnecessary inquiry and discovery, instead of relying on simply delivering information and testing its retention. Authors conclude that school environments should encourage young children to participate in the educational process through demonstrations, guidance and encouragement , which give children an opportunity to exercise curiosity and creativity.

Borowske, K. (2005) Curiosity, and Motivation-to-Learn. ACRL Twelfth National Conference. Web.

The conference discusses the roles curiosity can play in learning, both in the education system and in general. One of the theories Borowski addresses is the information gap theory that proposes curiosity to be the result of a disparity between what an individual knows and does not know. To successfully interest the pupils in a particular discussion, a teacher can connect it with atopic children are already somewhat familiar with, creating a sense of excitement and facilitating curiosity. Finding a balance between the new and old information can give educators the ability to engage their students far more effectively, as well as to create an enjoyable atmosphere.

Burns, A. C., & Gentry, J. W. (1998). Motivating Students to Engage in Experiential Learning: A Tension-To-Learn Theory. Simulation & Gaming, 29(2), 133-151. 

The paper, connected with the previous one in their topics of interest, explores how a teacher can motivate students. The paper proposes that the combination of a perceivable knowledge gap and the adherence of the new information to a persons values creates a bigger incentive to learn. This position means that students can be encouraged to learn new things if the skills or data are presented in a way that makes them seem new and relevant to a childs current values.

Facilitating Student Curiosity: Strategies and Resources. (2018). Web.

The article focuses on examining and explaining why curiosity can be considered a driving factor for school learning. The webpage emphasizes that the presence of curiosity can give the children an incentive to learn and promote a student-centered classroom environment. The author also notes that the pupils curiosity can be a driving factor for engagement. One of the ways to promote curiosity in the article notes is incorporating the students questions into the learning process, and encouraging children to ask them more frequently. The use of project-based learning and the organization of non-standard class activities such as trivia quizzes and genius hours is also effective.

Ostroff, W. L. (2016). Cultivating Curiosity in K-12 Classrooms. ASCD.

The article highlights the role teachers play in encouraging curiosity in the classroom. By rewarding active engagement and introducing more methods of student participation, teachers can help their students understand and remember new things. Involved, innovative teachers that can be down-to-earth with their students have far more success in promoting learning than those that use a standard hierarchical approach. The open interaction between the teacher and their students is especially important in this regard, and establishing a friendly relationship within the classroom can assist in that regard.

Spektor-Levy, O., Baruch, Y. K., & Mevarech, Z. (2013). Science and Scientific Curiosity in Pre-schoolThe teachers point of view. International Journal of Science Education, 35(13), 2226-2253. 

The last article focuses on the factors that develop childrens curiosity in scientific subjects. Science is one of the more difficult aspects of learning, and allowing children to familiarize themselves with the easier concepts can greatly improve their performance later on. A survey conducted among 146 pre-school teachers concluded that scientific activity in pre-school can influence childrens overall attitudes towards science. The researchers note that fostering natural curiosity can greatly assist in making children more interested in the subject. Presented data means that fueling curiosity in students can assist teachers in presenting difficult-to-understand material or the knowledge that does not apply to ones day-to-day life more effectively.

Discussion

Examining these sources, one can say that a significant amount of research has been done into the relationship between curiosity, teaching, and learning. In many cases, making children more curious about a subject can lead to more beneficial outcomes. The experts note that the development of curiosity can assist in making children less resistant to receiving new information and affect long-term attitudes towards learning. By recognizing the knowledge gap between the information students already have and what the teacher can give, educators can make their audience more receptive and attentive. Presenting new data as something both novel and tangible to understand, a teacher can make the students more willing to learn. By implementing new and engaging approaches to teaching and presenting children with an opportunity to be active participants in the learning process, a teacher can achieve tangible results more effectively. Research shows that it is beneficial for teachers to facilitate curiosity and encourage children, especially younger ones, to make them want to ask questions. This task can be accomplished by using different methods, including unconventional approaches towards classroom organization and the encouragement of different kinds of classroom activities.

Conclusion

To conclude, a teacher plays an especially important role in society, being responsible for giving relevant cultural, historic, scientific, and general knowledge to young generations. Their work is often recognized and held in high regard, although understanding what factors make a good educator is difficult. Many factors play into the process of distributing knowledge, and a good teacher has to have the ability to ignite interest in their students. Curiosity can be used as a way to accomplish that goal, giving children a reason to receive new information. Overall, curiosity plays an unquestionably big role in learning, and educators must take advantage of this fact. Curiosity has a large part in the school environment, helping students to be more engaged, and making the teachers job easier. Through the recognition of curiosity as a route to deliver new information to children, teachers can accomplish their duties more efficiently. Facilitating curiosity and finding new approaches towards presenting information is crucial to introducing improvements to the education system. Making children interested in the subjects by appealing to their values and a desire to fill the knowledge gap can greatly assist educators in this regard.

References

Arp, L & Woodard, BS & Hensley, RB. (2004) Information literacy and instruction  Curiosity and creativity as attributes of information literacy. Reference and User Services Quarterly. 44. 31-36.

Borowske, K. (2005) Curiosity and Motivation-to-Learn. ACRL Twelfth National Conference. Web.

Burns, A. C., & Gentry, J. W. (1998). Motivating Students to Engage in Experiential Learning: A Tension-To-Learn Theory. Simulation & Gaming, 29(2), 133-151.

Facilitating Student Curiosity: Strategies and Resources. (2018). Web.

Ostroff, W. L. (2016). Cultivating Curiosity in K-12 Classrooms. ASCD.

Spektor-Levy, O., Baruch, Y. K., & Mevarech, Z. (2013). Science and Scientific Curiosity in Pre-schoolThe teachers point of view. International Journal of Science Education, 35(13), 2226-2253.

Children with various abilities absorb the most study material and are best immersed in learning when the classroom is adapted to their needs. Modern teaching techniques for children with special needs have proven to be effective. They can be divided into two large groups  approaches to creating an effective learning environment and methods related to the educational process.

Standard practices for improving the learning environment include using class centers, recognizing possible distraction triggers, and lining up desks. Classroom centers should accommodate highly specialized material that students can review before or after class. The centers promote self-exploring and maintain interest in the studied subject. Instructors should be mindful that various environmental triggers can interfere with learning. Setting the desks in rows becomes another preventer of failures in studies. The children can be seated according to their ability to concentrate. The more the child needs help, the closer to the teacher one can be seated.

Strategies to improve the educational process include teaching in simple words, the same study routine, thematic instruction, introducing primary material while focusing on the capabilities and strengths of each student, and forming small groups. Since children with special needs are easily distracted, they should be able to handle complex vocabulary. The teacher should make sure students understand what the educator is conveying. For the same reason, it is easier for children to adapt to learning if it is a routine. Thematic instruction involves the use of one topic in several study subjects. The instructor can choose it at ones discretion  the theme can include particular dates or recent news.

Other teaching techniques suggest instructing at the most basic and necessary material level, paying attention to how individuals cope. If certain students absorb it well, their workload can be increased. Ultimately, this can be facilitated by creating small groups within the class. Students should not feel isolated from their peers, but making smaller groups on interests and abilities to tackle one specific task will reveal the potential of each child.

Inclusive education is no longer a horror story for teachers and parents. It provides the same opportunities to children that students receive in regular classes. Patience and resourcefulness can go a long way in making learning the most rewarding and engaging experience for children. The methods discussed can become in handy in this fascinating adventure and show results in a short time.

Teachers practice theories of teaching involve special techniques and practices used in education and during learning processes. The connection of general education to teachers practice theories is that of means to end. Education is the goal; it prizes mental freedom and responsibility, and an open-minded and humane spirit. A broad course of teachers practice theories has long been a favored means of reaching that goal. Although this means-end connection should be clarified in curricular deliberations for all grades, it needs energetic discussion in teachers practice theories. Interestingly, modern education is not necessarily a merely general one, since free and critical thinking could be developed by the study of just one or a few particular disciplines (Johnson & Johnson 2002). Certainly, the subjects originally included in teachers practice theories are relatively small in number. In teachers practice theories aims to improve education and support teachers in everyday practice and administration of the education.

In general, teachers practice theories of teaching give direction to practice. It is known that practice without theory is blind. Without practice theories of teaching, responses to problems will be random and short-sighted. A logical theory is required to guide modern thinking about education. Teachers practice theories of teaching guide by establishing the aims of general education and projecting basic ways in which these ends can be achieved. Real decisionssuch as whether liberal or art education should be conducted in schools or whether a college should add a certain agenda of instructioncan be made according to a theoretical framework of teaching. In the analysis, no teaching practices can proceed without theory (Meyers & Jones 2001). Every policy and procedure, whether teachers realize it or not, is laden with some conception of what education is all about and how it should execute its task. When these theories are brought to light, educators can more intelligently assess modern instructive activities. The correct method of teaching, then, is for us to maintain the close relationship between theory and practice, and to consider the options among theories of teaching (Brookfield 2002).

Teachers practice theories of teaching develop the ability to think critically within the methodology of certain disciplines and thereby gain a habit of thought which will stand them in the first-class stead in a variety of cases. On the other hand, a teachers practice theories of teaching is not necessarily a liberal one, since an uncritical and unquestioning mind might be produced through the study of many and varied disciplines (Course syllabus 2003). To think of theories of teaching exclusively in terms of curriculum structure and course content is to treat information as a product for consumption. Some types of teachers practice theories tend to do just this (vocational and technical training, for instance). Though, when the mission of teachers practice theories is broadened to include human liberation and fulfillment, treating learning as a product is inadequate (Jenrette & Napoli 2002). A very important principle of teachers practice theories is that knowledge has another side: an active, dynamic side. The pure attainment of truth, say, through practical implementation of knowledge or the recitation of prepackaged answers, is not enough. To speak of the teachers practice theories process is to emphasize the aggressive investigation after truth, the exploration of ideas, and the refinement of professional skills. Teachers practice theories, then, are not a matter of static achievement, but of dynamic activity (Meyers & Jones 2001).

Teachers practice theories of teaching involve the element of control and management. The element of control is a little-researched issue in distinguishing real teaching from indoctrination. Teachers practice theories can lapse into instruction when, within the social structure where it occurs, the educator is presumed to have the power and the right to reward or punish learners for their success or failure in accepting the knowledge that is being communicated, and perhaps for their behavior in general (Herr 2003). Again, following teachers practice theories, teachers and educators should take stock of this fact. It is not essentially the falsity of a belief but its manner of transmission that makes its spread indoctrination. If leaders have the right not to be indoctrinated, then educators, administrators, and parents have the duty to monitor the potential of indoctrination within the learning experience (Cooper 2001).

At the heart of the teachers practice theories is the difference between substantive beliefs and canons of thought by which to evaluate those theories. Any opinion or view is subject to rational scrutiny; and no belief should be recommended or adopted without rational persuasion taking place in a way appropriate to the maturity of the student. Teachers who respect this principle will not be indoctrinators. By the same token, learners would show more respect for their own intellectual rights and really reduce the risk of being indoctrinated, if they would not treat familiarity as something that can be passively received, but pursue it as something to be earned by diligent effort (Wright & Herteis 2003). For instance, a learner might memorize a lot of facts about many academic areas, credulously consider each textbook and each teacher in turn, and end up rather small-minded and role-bound. There are, of course, impressive reasons to think that general learning is a good basis for liberal education (Greive 2001). But teachers practice theories of teaching are neither a necessary nor a sufficient condition for a liberal education. Therefore, researchers must return to philosophical practicalities in order to understand what key factors enable a general education to be liberating. In fact there are two distinct conceptions of why general studies should create theories of teaching, each based on a different desired outcome (Wilcox & Ebbs 2002).

There is one striking difference between these two conceptions of Teachers practice theories of teaching. The educational approach holds that there are certain themes and truths which every learner should study, whereas the rhetorical one holds that it does not matter much what learners study as long as it relates to current society. A teachers practice theories of teaching, for the dialectical program, means that there should be a broad base in data essential to humanity, in learning which pertains to the large, perennial issues of human thought and action. The leaner should be brought to consider certain pervasive concerns about the nature of the universe, the meaning of life and common dutyas a prelude to working out his or her own frame of reference.

On the rhetorical system, teachers practice theories of teaching means that there should be broad exposure to as many different viewpoints as possible, a learning which reflects the varied opinions extant in the modern world (Whitman 2003). This view denies that it is significant for leaners to know about anything in particular and considers dogmatic the claim that certain kinds of knowledge are more worthwhile or more humanizing than othersthe intellectual tyranny of some subjects over others. In recent decades, during which American universities have seemed to opt for this model, educators have seen course offerings for a liberal education include transcendental thought as well as psychology, astrology as well as astronomy (Silvernail 1989).

The two components of teachers practice theories of teaching are effective teaching practice based on methodology and interpersonal communication. In a day when many schools are losing their theoretical moorings, it would be a move in the direction of greatness for mainline colleges and equivalents elsewhere to retain theirs. They should retain them not nominally, but with a conscientious search for philosophical identity. Lately, there is a noticeable swing of interest back to liberal education and the humanities, partly as preparation for coping with an ever-changing job market and partly as preparation for a fuller human life (Seldin 1999). Since a single curriculum format cannot be unilaterally prescribed, each institution will have to work out exactly what courses it understands to be most faithful to the great heritage of liberal education and the humanities (Meyers & Jones 2001). However, a college need not strive for a core curriculum which is overly general, but only one general to the extent that it adequately acquaints students with the great ideas and lasting values of humankind as well as transmits the essential skills of continued learning. This is the way to construct a liberal education which is general in the sense of ranging over a number of subjects, but is quite specialized in the sense of focusing on the major themes and discoveries of civilization. In the long run, such an approach to liberal education will far surpass other approaches (Rothwell 2004; Powers 2000).

One main cause of such teaching deficiencies is the loss of a coherent understanding of what liberal learning really is. When liberal learning is mistakenly equated with a general selection of courses, then there is no basis for holding that some courses are more important to humanity than others and thus should be required of all seeking a degree. Of course, there are good reasons for introducing courses, say, in religions or feminist studies. Surely, teachers practice theories of teaching must learn from a variety of perspectives and be aware of their critiques of traditional Western views (Frost 2005).

The point is that all studies should be evaluated in terms of their promotion of the goal of liberal education. Administrators and faculty who arrange their general curriculum by requiring a little of each subject or letting students pick a course from each group are forfeiting the high, The modern conception of teachers practice theories of teaching and the precise kind of general education it demands. The opposite conception typically dominates when there is no guiding philosophical consensus about what courses constitute a truly liberal education. Teachers practice theories of teaching decisions become purely political: departments simply demand their share of the core, or curriculum committees restructure the core purely on the basis of comparison with other attractive schools, or students pressure for fashionable courses which seem relevant (Turkle 1995).

Clearly, the methods of teaching action must be adapted to the learners stage of mental and emotional development. For example, in the elementary grades, a structured environment and an overt system of rewards and punishments is appropriate. By contrast, use of extrinsic inducements becomes dubious at the college level, since they are associated with a lower stage of moral development than that desired of young adults. Moral education at this stage will have to make the most of its appeal to the reasonableness of morality. At all levels, it is important that there be a learning environment in which mutual respect and support is present (Menges and Mathis 2000).

Only within such a framework can there be optimum moral growth, for it makes possible increased apprehension of moral principles, encourages acting on those principles and even allows room for some moral mistakes along the way. The ultimate goal of moral education is, of course, moral maturity, which is usually characterized in terms of the students acquiring certain virtues corresponding to moral principles and being disposed to act morally on the basis of proper motives (Frost 2005). Teachers practice theories of teaching view recognizes another element of moral maturity: the students being able to discuss and question the values which he or she has been taught. Naturally, the complete ability to do this is not present in younger children, but should be allowed to develop and not be stifled. This is essentially what Kant meant when he discussed the autonomous stage of moral livingnot that the ego is the sole source of moral knowledge, but that one must appropriate what is moral for oneself, lucidly and rationally (Shuman 1989).

Surely teaching is an art and the teacher is something of an artist. But teaching does not resemble arts such as painting or sculpture. And if teachers are artists then they do not resemble painters or sculptors who impose a preconceived form on a passive medium, be it color or clay. The art of teaching must rather be compared to the art of medicine. The teacher works with the inner principles of human nature in somewhat the same way as the physician works with the physical principles of health. Just as the physician attempts to get the body to the point where it can heal itself, the teacher must help bring students to the point at which they can learn on their own (McKeachie 2003). Teachers do not so much impart something of their own creation, but try to draw out the natural abilities of the learner. They are like mediators of something which is higher than themselves, helping others acquire not only the facts and skills, but also the dispositions and qualities suitable for rational beings in the image of God (Sawyer et al 1999).

For teachers practice theories of teaching it is not enough to point out incorrect opinions and claims. To liberate lenders from error and falsehood teachers must also help them to identify the underlying dispositions which create and nourish such opinions. Egocentrism, prejudice and sloth merely begin the list of traits which never give truth a fair chance. Of course, release from error and falsehood must be linked with liberation to truth. But educators cannot be content to have students dutifully memorize a list of important truths any more than they can rest when the students can recite a list of falsehoods to be avoided (Dixson 2000). Educators must strive to cultivate in pupils those traits and dispositions which are accommodating to truth. This means that in addition to the love of truth and the fundamental honesty which accompanies it, teachers must stimulate tendencies toward logical thinking, conscientiousness and tolerance, as well as implanting and nourishing a mentality which is supportive of the life of the mind (Powers 2000).

To spiritualize the mission of teachers practice theories of teaching is not to exaggerate its importance. Teaching deals with the very core of ones being, the mind and its thoughts and aspirations. Insofar as the many duties of teaching point the mind toward truth, wholeness and excellence, teaching is indeed a type of ministry or sacred office, and learning is a kind of worship. However, in the classroom and other pedagogical situations, the teacher as ministerial agent has the function of leading others in implicit worship (McKeachie 2003). The educator is to lead students into study as a reflection of their ultimate concern and religious devotion. Without the appearance of any of the customary religious forms, the teacher has the opportunity to place students in a position in which their intellects are illumined, their wills energized for good, and their spirits suffused with new life (Newble & Cannon 2000).

In fact, the list of intellectual acts involved in teachers practice theories of teaching is quite long: telling, drilling, explaining, demonstrating, describing, narrating, announcing, reporting and so forth. Clearly what makes any of these intellectual acts teaching is not mere showing-and-telling. Some- In a day when teaching machines and self-paced instruction manuals promise faster, more efficient learning, educators must be particularly alert not to forfeit a high conception of teaching. There may well be certain types of factual materials or performance skills which students can learn through rather impersonal means (Magnan 2001). Each school and each educator will have to evaluate the extent to which these methods are appropriate. Though, the personal measurement of teaching, which comes through ever so many particular pedagogical transactions, is perhaps the fundamental quality which educators must refuse to relinquish. The model of persons interacting with developing persons is indispensable to a complete concept of pedagogy. Students need not simply learn facts and skills; they also need to witness well-integrated personalities using such facts and skills. Moreover, students need to observe whole persons who are able to employ their education to deal with the realities of life (Oser et al 2001).

Since the process of teachers practice theories of teaching is especially acute during the years of late adolescence and young adulthood, the consideration of liberal learning during these stages is very significant. Whether students attend a state university or a private school, they should seek a dimension of liberal learning in their formal education. Although there are a number of large universities in which a liberal education is officially offered, most have drifted away from any potent liberal arts program. This places a heavier burden on the student to select courses and read books which provide elements of liberal learning (Nyquist et al 2000). Although governmental favor may initially seem desirable, it presents a number of hidden dangers. For one thing, the official recognition of a religion by a public organization or agency tends to become purely perfunctory and rote. Psychological research shows that nominal agreement with a religious position, whether indicated by the meaningless recitation of prayers or other routine exercises, tends to damage real religious growth (Davis 1999). Hence learners ought to covet for themselves and their particular Minster the exclusive religious instruction and nurture of their students and be wary about the public support of any particular religion. For another thing, once the precedent is set, governmental favoritism of one religious faith can eventually change to governmental favoritism of another faith (Nyquist et al 2000).

The teachers practice theories of teaching rests on certain concepts of the rights and duties of the members of the academic community, whether at the elementary or university level. An examination of the concepts related to academic freedom and responsibility provides a deeper understanding of the educational quest and reveals that educational theism offers a solid basis for its integrity. Intellectual liberty is not automatically forfeited when an institution seeks to perpetuate its historic identity. After all, academic freedom promotes honesty and not total neutrality (Miller 2003). The problem arises when an educational institution conceives too narrowly of what constitutes its identity or of what counts as student and faculty loyalty. When a school forgets that responsible persons can interpret or apply the same basic commitments somewhat differently, it mistakes sameness for safety (Magnan 2001).

But before a helping hand is given, all of an institutions educational constituents, both internal and external, must distinguish grievous abuse of academic liberty from desirable diversity of opinion. The principle of teachers practice theories of teaching demands that as much diversity be allowed as is consistent with the identity and aims of the institution, even one with a specific religious identity. In the course of things, it is wise to allow errors in belief and unpopular opinions to exist, because the evil of suppressing them is almost always greater than the evils they present Building a rather monolithic climate of opinion and belief is not only stifling to the minds of those living within it, but also robs a tradition of positive input and constructive criticism (Millis 2001).

In sum, the intent of teachers practice theories of teaching must be to discover and transmit truth in a way appropriate to the nature of the mind of the learner. When the intention of instruction, held at whatever degree of self-consciousness, is to get pupils to believe a certain claim, then that intent could shape every aspect of teacher-student communication into a form of instruction. If the plan is continually to smooth over doubts and protected credence rather than to bring studnets to a point at which they can judge truth from mistake for themselves, then the academic project has been compromised (Johnson 2005). Clearly a kind of open relativism, which is characteristically disinterested in what students believe, is not protection against indoctrination. The intent to get studnets to believe something may sometimes be appropriate. But the intent must be balanced by a number of other factors, including their need to develop the power of independent judgment (Millis 2001). Certain implications of the teachers practice theories of teaching bear more directly on the philosophy of education. These teachers practice theories of teaching doctrine that the created worldthe one educators seeis real. Teachers practice theories of teaching follows are intelligible. Teachers practice theories of teaching provides teachers with ready-made knowledge and skills, and supports them in everyday task completion and learning processes.

References

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Introduction

The process of learning has been generally understood as the process through which individuals go in acquiring their knowledge, skills, attitudes, values, beliefs, emotions, and senses. The process requires the existence of certain knowledge and skills to develop them in the course of studies and ensures this development. The success of the process depends on the effective collaboration of its participants and a number of external factors. Effective collaboration to a great extend depends on the role teachers perform in the classroom. The current paper is concerned with the exploration of one particular role that teacher performs, namely, the teachers role in helping children develop social and emotional skills with the focus made on an elementary school.

The research is done through the following perspectives:

• Defining social skills and teachers role in their development;
• Defining emotional skills and their development;
• Understanding the importance of strengthening the students self-esteem;
• Understanding the importance of encouraging children to learn to empathize, understand and accept one another.

Childrens Social Skills and Teachers Role in Their Development

Like many other, psychological or behavioral concepts social skills have acquired numerous definitions and none of them can be regarded as generally accepted. The variety of definitions of the construct can be explained by the diversity of the related traits, abilities, and behaviors that constitute it. Another aspect that contributes to a large number of existing definitions is the significant number of professionals interested in the problem of social skills. Psychology, psychiatry, education, psychiatric nursing investigate some particular aspects of the problem, therefore, many definitions of social skills have appeared. Regarding the difficulty of defining social skills, we suggest here an integrated view on social skills offered by Michelson, Sugai, Wood, and Kazdin. The definition embraces the following seven components:

1. Social skills are primarily acquired through learning (especially social learning, including observation, modeling, rehearsal, and feedback).
2. Social skills contain specific and distinct verbal and nonverbal behaviors.
3. Social skills include both effective and appropriate initiations and responses.
4. Social skills optimize social reinforcement (e.g., beneficial responses from the social environment).
5. Social skills are interactive by nature and include both effective and appropriate responses (e.g., reciprocity and timing of specific behaviors).
6. Social skill performance is influenced by the attributes of the participants and the environments in which it occurs (i.e., situational specificity). Influences such as age, gender, and prestige status of the recipient affect ones social performance.
7. Deficits and excesses in social performance can be designated and marked for intervention (Merrell and Gimpel 5).

Through the dimensions cited above it can be understood that social skills are learned, contain specific behaviors, include initiations and responses, are influenced by the environments in which they occur, and are open for intervention.

Historical developments in the sphere of social skills start in 1917 when Beery, a prominent educator of that time, published a series of books under the title Practical Child Training and offered a set of parental advice on childrearing. In particular, the educator stressed the importance of peer interaction and claimed that it was the mothers duty to create opportunities for it. According to the author, such interaction should have helped mothers to provide their children with a good time and approached other children (Merrell and Gimpel 7).

Since the time this work appeared adults have made numerous efforts to understand and facilitate childrens social adjustment. Through the years of significant developments in this sphere, we are currently at the stage when the science explores sound classification taxonomy for childrens social skills and works out ecologically valid assessment tools directly linked to intervention, and an increase in the human ability to conduct social skills training is an effective and generalizable manner.

At the elementary school-age children are in the concrete operations stage of cognitive development. Children can use simple logic but abstract symbolic thinking is not developed yet. They acquire new operational skills like reversibility (the realization that an action can be reversible), decentration (focusing on objects or tasks as a whole rather than on their one part only), and conservation (observing that a change in appearance does not necessarily constitute a change in quality) (Merrell and Gimpel 9).

As for social development, it is characterized by the childrens learning to function beyond the family in a broader social context. Children become increasingly capable of affective and cognitive perspective-taking, gradually they understand that peoples personalities and identities are coherent and continuing and that others inner states go beyond the immediate, observable situation (Eisenberg and Harris 269).

During elementary school years, children learn how to generate alternative solutions to potential social problems. The effectiveness of teachers help students to develop this social skill shapes the way children interact with peers. Mutual attention and providing feedback is another social skill that children develop at this stage. The quality of interpersonal communication depends on the use of positive, helpful, and cooperative communications. Children call friends those who can help and support, they demonstrate trust, loyalty, and admiration to them. Gradually, children begin to form a group that differs in social status and power. Within these groups, children care much about self-presentation and want to avoid rejection. Often the groups demonstrate negative social behavior such as gossiping, negative evaluation, etc. The teachers task is to smooth the relationships between the groups and strengthen friendships within them. The teacher is also responsible for the proper correlation between the use of specific forms of social communication and the complexity of childrens language and communication skills.

Childrens Emotional Skills and Teachers Role in Their Development

In its most general sense the concept of emotional skills refers to a persons ability to express and control ones emotional states and to manage them. Emotional self-regulation becomes significantly important for children of elementary school age. At this young age, pupils learn how to deal with disappointments, losses, and other upsetting events that poison their lives. Managing positive emotion is important for social and academic success. When children are unable to regulate their emotions they demonstrate conduct disorder.

The teachers primary task during the elementary school period is to teach students to differentiate their emotional states. Different pictures and descriptions of human emotions will be of much help to explain to children what it means to feel sad, frightened, or angry. To name a feeling correctly means to make the first step towards being able to manage it. When a person knows in what state he or she is now, he/she has more chances to apply different strategies for dealing with this or that emotion. Without knowing the name for a feeling it will be more difficult for a child to decide on the course of it and deal with it appropriately. Moreover, the child who is aware of his/her state can easier seek help and support from other people.

It is evident that even adults resort to some competent help to identify what they are feeling. Needless to say that children need more help in tackling the problem. As at the stage of elementary education students just start their long journey through acquiring and developing the complex skills of understanding themselves and others, the teaching of effective vocabulary gets especial importance.

Teachers are expected to teach students the simplest emotional vocabulary that consists of four basic emotions: sad, mad, bad, and glad (Emotional Skills). Though there is no clear evidence that the four words cover all human emotions, at the early stage they are quite enough for young learners to understand and render their emotions. What is also important is that the children should learn that emotions can be mixed. Teachers should explain to children that one can feel sad and glad or mad and glad at the same time. When the children acquire this knowledge it will be easier for teachers to understand their states, as it will be enough to ask the child: how much of the feeling is a glad one? or how much of it is mad? (Emotional Skills)

The most widely recognized techniques for emotion recognition are following below:

• Using emoticons  the teacher uses little expressive faces which are common in internet communications. Even when children do not know the word that stands to denote the feeling expressed by the face they can point to a picture and express what they are feeling at the moment. Then they learn to associate the picture with the appropriate mode;
• Teaching that all emotions are ok, teaching emotional self-acceptance  teachers and adults surrounding the child should be able to accept the right of the child for this or that emotion and patiently teach children to regulate it, mere surpassing of emotions will not do any good for the child as it will not even become aware of the nature of this emotion;
• Managing anger techniques  though the problem of managing anger appears to be burning at the age of three to five, when children enter elementary school they often keep suffering this problem as well. Therefore, the teachers task is to empower the student with adequate techniques of how to manage anger. The teacher might draw an anger thermometer to illustrate graphically the essence of anger that comes to the surface. Thus the children will get involved at once in the problem discussed (Emotional Skills).

The first step to manage anger is to recognize it. The teacher explains that there are certain changes in the physical state of a person who gets angry, such as feeling hot in the face or tummy, clenched jaw, feeling hot in the face or tummy, shaking, seeing red (Emotional Skills). When children recognize the warning signs of getting angry they are encouraged to learn the techniques that help to reduce anger. There exist several of them, to name a few, these are taking a break from the situation, deep breathing, seeking adult support, relaxation, switching channels, the turtle technique (Emotional Skills).

One more thing that teachers should pay attention to while teaching children to understand the emotions and emotions of others is to explain to them that sadness and depression are quite different things. While sadness is a normal response to disappointing events or negative experiences, depression is an emotional disorder and requires professional treatment. To explain this difference the teacher can choose a form of discussion wherein he/she talks of these feelings with the children. Other techniques to teach children how to deal with sadness and depression are to apply to children creativity, to remind children that sadness is quite a normal state and it will go away one day, to do physical exercises with the students and to teach them that exercise is a natural anti-depressant, to explain to the children that one should not forget to keep doing things he/she enjoys even feeling disheartened (Emotional Skills).

Also, there exist certain techniques to help children overcome normal fears and develop courage:

• Explanation of the meaning of courage;
• Praising children for being brave;
• Use of self-talk;
• Acting according to the principle get back on the horse that threw you (Emotional Skills).

The natural degree of peoples extraversion varies. If naturally shy children are not taught to handle this state appropriately they may suffer from it in the future. When the teacher explains what shyness and social anxiety are and how not to become a prisoner of these states he/she should stress that children should learn how to set goals and how to achieve them as it will help them to fight their natural shyness. At the same time the teacher should not be over-protective, should avoid labeling and judging the children, the teacher should not be too hard with them, and should teach them social skills at the same time (Emotional Skills).

Stress, anxiety, and anger are rather common among children of elementary school age and teachers should take maximum efforts to teach children how to manage them. The relaxation that can be achieved through breath awareness, progressive muscle relaxation, and calming imagery seems to be the most effective technique that can be applied to elementary school.

Strengthening Students Self-Esteem

Modern educators have become more and more aware of the fact that there is a close interconnection between the students self-esteem and his or her academic progress. The essence of self-esteem comes from a sense of accomplishment and a feeling that youve done your personal best. (Colvin 28) Schools throughout the United States and Europe adopt packaged programs that enhance the students feeling of self-esteem and emphasize the role high self-esteem plays in the healthy development of students.

For example, Rib Mountain School in Wausau, Wisconsin, the United States, headed by F. Robert Pellant practices boosting the self-esteem of students. The principal admits: We want kids to enjoy coming to school and feel good about themselves so that they have an opportunity to learn. (Colvin 28) Boosting the self-esteem of students is regarded by some teachers and academicians as faddish, unproductive, and even potentially damaging, the school under consideration aims at debunking this assumption.

The practical outcome of the theoretical doctrine of boosting the self-esteem of students is the two assemblies of self-esteem a year that the school organizes: one with the participation of professional musicians who glorify the importance of feeling good about yourself and one in which students themselves take an active part and perform their own musical celebration of self-esteem.

At the school, the same teaching staff works with children for several years so that the students confide in them and feel free to talk about their feelings. Class meetings focusing on the students feelings are commonly held at the school. The teachers do their best to establish an atmosphere that allows the students to feel comfortable. Negativity is avoided by all possible means: We hardly ever use the word dont, Pellant says.What works, you use, and Ive seen some great things out of it. (Colvin 28).

Certain skeptical attitudes exist concerning the strategy that the schools of the type implement. The debate over self-esteem is nurtured by the concerns about the influence that self-esteem might have on the self-expression and individualism of the students. Some parents fear lest the propaganda of self-esteem does not sharpen their childrens feelings of individualism and self-expression. Other questions that fuel the debate are whether the strengthening of students feelings of self-esteem will have positive impacts on their discipline, responsibility, and a sense of community or not. Moreover, some parents dont like the idea that schools overstep their bounds and go far beyond the problem of academic success worrying about the psychological state of students. Also, certain concerns exist because of the parents fear that schools praise children for the least significant accomplishment thus coddling them. Besides, many educational psychologists do not believe that schools actually can influence childrens feelings about themselves, and, even if they could theres little scientific evidence of a payoff in terms of behavior, academic achievement or much of anything else. (Colvin 29).

Despite the existing debate over self-esteem, most educators agree that being supportive of children, making them feel comfortable about themselves positively influences achieving the high goals for academic achievement and citizenship set for the students. Students with high self-esteem feel good about themselves and appear to be less likely to strike against others that decrease the level of violent outbursts among children. Children with high self-esteem do not resort to drugs, delay sexual activity and work harder to succeed in learning.

To encourage students feelings of self-esteem relationship between teachers and students should be based on trust and respect. When children see that the quality of their work is encouraged and acknowledged they tend to show better results in their studies. Psychological research has indicated that such children are interested in learning, optimistic, goal-directed, willing to face different challenges, respectful of others, and capable to work in teams showing the results expected (Colvin 29).

Richard Colvin (2000) in his article Losing Faith in Self-Esteem suggests that schools should adopt a comprehensive plan that addresses the following issues:

• Enhances staff self-esteem;
• Builds self-awareness and self-acceptance;
• Fosters feelings of significance, responsibility, and personal power;
• Expects students to interact respectfully with others;
• Provides opportunities for recognition for all students;
• Encourages cooperation and support of others;
• Develops social skills and reduces isolates;
• Encourages students to set short-term and long-term goals;
• Builds academic competencies (29).

Further, the author states that the elements of self-esteem should be incorporated as a critical element of any prevention program. Implementation of programs aimed at strengthening childrens self-esteem is especially important for elementary schools as at this time the students behavior and learning patterns are formed, in the future they will shape the course of their entire school career. In terms of the rise in student depression, aggression, anger, and emotional needs, it is very important what role schools will take. Will it be a passive role of filling childrens heads with the existing knowledge or a proactive role addressing their social and emotional needs while being their cognitive skills? Practice shows that the latter perspective is much more promising than the former. This happens, of course, when high self-esteem is not regarded as a synonym of narcissism, egotism, self-centeredness, and other issues that prevent students from effective learning.

Encouraging Children to Learn to Empathize, Understand and Accept One Another

One of the basic principles of the Swedish school system states:

The inviolability of human life, individual freedom, and integrity, the equal value of all people, equality between women and men and solidarity with the weak and vulnerable are all values that the school shall represent and impart&. It shall also actively resist any tendency towards bullying or persecution. Xenophobia and intolerance must be actively confronted with knowledge, open discussion, and effective measures. (Education for Students of non-Swedish Background and Recognized Minorities).

Among numerous outcomes that this principle presupposes there is teachers important role in teaching children to emphasize, understand and accept one another despite any individual differences.

In the Swedish school system, today over 100 different first languages are spoken. Speakers of one of the officially recognized minority languages of Sweden: Sami, Finnish, Meänkieli, Romani-chib, and Yiddish attend Sweden schools (Education). The variety of languages spoken in schools often serves as a basis for misunderstanding between children and causes various problems in their communication.

Thus, the teachers task is to encourage children to develop the ability to see the outside world from the perspective of another person. This ability has profound implications for empathy, prejudice, aggression, and interpersonal relations in general. Children should understand that feeling another persons pain helps to realize what he or she is going through and it increases the probability that ones heart will open to another person. Once the heart opens to another person, the possibility to bully that person, to taunt or humiliate him/her decreases.

Elliot Aronson in the study Nobody Left to Hate (2000) suggests using jigsaw classrooms to develop empathy with the children. Jigsaw is a specific type of group learning experience that requires students cooperative effort to produce the final product. Each student participates in the production of the final product and thus gets its full understanding. The experiment that the author conducted has proved that working in jigsaw groups leads to a sharpening of childrens general empathic ability, as to succeed in the tasks that the groups are offered children need to practice feeling what their groupmates feel (17).

Other techniques of empathy training include:

• Training interpersonal perception and empathetic responding. Students learn what empathy is, how it develops, what emotive states exist, how to recognize them and respond to them positively. This cognitive approach enhances students empathetic perceptions and skills;
• Initial focus on ones own feelings. Children are encouraged to focus on different kinds of feelings they have;
• Focus on similarities between oneself and others. Effective and cognitive empathy is increased through activities that focus childrens attention on similarities between themselves and other people;
• Role-taking or role-playing. Implies activities that call for children to assume the role of some fictional character and to imagine or act out that characters feelings and behavior;
• Ongoing practice in imagining/perceiving anothers perspective. Repeated practice at taking someone elses perspective is more effective than infrequent efforts of role-taking or role-playing;
• Exposure to emotionally arousing stimuli. Portrayals of misfortune, deprivation, or distress on the part of others encourage children to think about others and stimulate the same feelings and responses;
• Positive trait attribution. The practice that emphasizes that children exhibit prosocial behavior because it is in their nature to do so;
• Modeling empathetic behavior. Teachers model desired values and children are more likely to them;
• Studying famous empathetic people. Famous empathetic persons may serve as examples to follow. Children get the desire to be like these people, to understand their feelings and emotions, and to take on attitudes and behaviors associated with them (Cotton).

A teacher who understands childrens needs encourages their personal and academic growth. In the current paper, we observed how important teachers help in developing social and emotional skills at the elementary school level might be. Both theoretical conceptions and pieces of practical advice were presented. The paper addressed the importance of proper development of social-emotional skills and outlined practical activities to help children of elementary school age develop them. Further research that would offer new effective techniques in the development of these skills is needed.

Works Cited

Aronson, Elliot. Nobody Left to Hate. The Humanist May 2000: 17.

Colvin, Richard. Losing Faith in Self-Esteem. School Administrator. 2000: 28.

Cotton, Kathleen. Developing Empathy in Children and Youth.2001. School Improvement Research Series. 2008. Web.

Education for Students of non-Swedish Background and Recognized Minorities. Slowerket. 2005. Web.

Emotional Skills. Resiliency Resource Centre. 2005. Mental Health Foundation of Australia. 2008. Web.

Eisenberg N., & Harris J. D. Social competence: A developmental perspective. School Psychology Review, 13. 1(1984): 267-277.

Merrell, Kenneth W., and Gretchen A. Gimpel. Social Skills of Children and Adolescents: Conceptualization, Assessment, Treatment. Mahwah, NJ: Lawrence Erlbaum Associates, 1998.

Schickedanz, Judith A. Helping Children Develop Self-Control. Childhood Education 70.5 (1994): 274.

Teacher Contracts General Matters Overview

Teacher contracts are lawfully mandating arrangements among the school quarter and the educator. Teacher contracts characteristically identify an educators annual wage (Salifu, 2013). The contract can refer to other benefits such as duration of the vacation, payment, rewards, etc. In addition, contracts specify the responsibilities of a teacher. A number of regions may retain the tutors occupation general by mentioning the educator as a subordinate tutor rather than an English educator. Schools turn to this practice just in the situation if the administration would require moving a tutor to a different spot when the school year initiates.

Other probable matters contained within a teacher contract may consist of evidence about recital assessments, necessities to reveal any felony custodies, supplies for laying off educators, and actions for encounter determination among educators and superintendents. Schools typically reveal the agreements at the end of the school year and provide the educators with ten days to evaluate the agreement. If the educator does not give back the contract by the time limit, the agreement becomes valueless (Chudgar, 2014). The two school contracts that are evaluated in the paper are the Cadillac Teacher Contract peculiar to the Cadillac Public Schools, Michigan, and the Brighton Teacher Contract peculiar to Brighton Area Schools. Michigan.

Cadillac Teacher Contract

Teacher Recruitment

Teacher contract covers a period of one scholarly year. When an educator is bounded by the contract, he is not able to abandon his employ without demanding to be unrestricted from the agreement. Correspondingly, for the duration of the contract period of time, the educational institutions are not able to discharge a teacher with an absence of a lawful hearing.

Salary and Retirement Fee

The typical wage for most Cadillac educators is between $41.000 and $65.000. The educators receive the wage according to the pattern that is very similar to the assembly line labors: the amount of money a person actually receives is resolute by a solitary pay plan that provides programmed pay promotions founded only on the time spent on the job plus extra teaching identifications. Cadillac teachers receive step increases for their first 10 years in the district. These increases range from 2 to 5 percent, with the last step producing a 12 percent pay hike (Cadillac teacher contract summary, 2010, para. 1).

The typical income of an educator in Cadillac Public Schools was more than fifty thousand dollars every year seven years ago, and the educators donated nothing to the price of their health cover. Nowadays, the situation remains almost unchanged and there is no significant growth of salary. However, public sector workers are suggested two hundred and twenty dollars as some health cover and teachers who work at public schools could also obtain this sum (Lott, 2013). The given information could be taken as the part of the present cooperative negotiating contract exchanged among the region and the local filial of the Michigan Education Association unification.

Nevertheless, the region grants a certain medical cover to educators. The state average for a family premium is $13,160, and employees average paying 21 percent, or $2,800 of this amount. The Cadillac plan features no annual deductible, $5 office co-pay and a $10/$20 RX plan (Cadillac, 2010, para. 1). Moreover, the educators receive an additional payment between seven and two hundred and eighty dollars per year if the regions cover payments upsurge by less than seven percent every twelve months.

Being determined by various states regulations, the preliminary retirement fund for a Cadillac educator with 30 years teaching experience and a regular base income of sixty-five thousand dollars (the last stage of the income program) would be twenty-nine thousand dollars. For most teachers who had retired, this sum of money upsurges by three percent once in every twelve months. A worker may start amassing a retirement fund after reaching the age of fifty-five.

Tenure

The educators are approved for tenure after four years working in the field and as soon as tenured are assessed once every three years, but neither these assessments nor the presentation of their scholars has an impact on the salary of the teacher. Thus, it should also be said that the level of students performance is also taken into account and analyzed while making a certain decision.

The Elements of Due Process

A teacher contract turns out to be operative once the teacher signs and gives back the contract to his or her facultys superintendent.

Effective Staff Retained and Ineffective Ones Removed

The contract implicates the measurement of the teachers effectiveness indicators. One is warned that the poor performance leads to the nullification of the contract. Together with this, the effective teachers will receive promotion and the salary bonus.

Aspects of Professional Development

The contract includes stimuli for the professional development such as the increased payment rates and the guarantee to prolong the contract validity.

Common Planning Time And/Or Flex Time Included

Teachers are paid about $45 if they sub for another teacher. Coaching is also rewarded by stipends and teachers who are involved in the given issue might obtain it.

Teacher Evaluation and Motivation

The contract provides bonuses for extra activity and additional duties. Teachers can have 12 days leave for their private issues.

Supporting Student Achievement

The region provided $9200 per student in order to increase the level of their performance and improve their academic showings, which appears to be an upsurge of about four percent from the preceding school year (Sullivan, 2012).

Elements that Should Be Maintained

Investigation of the Cadillac Teacher Contract suggests that all the aspects concerning teacher motivation should be maintained because they provide the basis for teacher professional growth and improvement of students performance.

Elements that Should be Added to Impact Student Achievement

The evaluation of the contract suggests that it has enough regulations to stimulate teachers desire to improve the students performance.

Further Improvements

The contract provides quite unattractive compensation conditions for the new teachers. With this offer, it is questionable that the community will be able to motivate the young teachers to employ. Therefore, it is highly suggested that the entering salary rates are increased, as well as all compensation rates.

Brighton Teacher Contract

Teacher Recruitment

Teacher contract covers a period of 184.5 days (Brighton teacher contract summary, 2010, para. 10). When an educator is bounded by the contract, he is not able to abandon his employ without demanding to be unrestricted from the agreement, as well as for the duration of the contract period of time, the educational institution is not able to discharge a teacher with an absence of a lawful hearing.

Salary and Retirement Fee

The minimum wage for the most part of Brighton tutors is between fifty-six thousand and seventy-eight thousand dollars. Teachers are waged much like production line employees: personal payment is driven by a sole wage agenda that allows mechanical increment depend just on years on the post plus extra education attestation. Brighton professors get step escalations of four to five percent for their initial nine or ten years in the region. The last step boost on the payment programmed occurs in a mechanical thirteen percent leap in salary.

A family health cover strategy for a tutor costs the region about fourth six percent more than the regular establishment in the government. The district paid $15,064 for each employee in 2008-2009, with teachers chipping in $450 annually (Brighton teacher contract summary, 2010, para. 4). At the same time, the average employers contribution for a family premium in Michigan is $10,341, with employees paying $2,800 per year. The Brighton plan features no deductibles or co-pays and a $10/$20 prescription plan (Brighton teacher contract summary, 2010, para. 4). Each educator who fails to register for the regions medical proposal obtains an additional three and a half thousand dollars annually. Any worker may start amassing a retirement fund, guaranteed by the contract after reaching the age of fifty-five

Tenure

Teachers receive tenure after four years of the teaching experience. The whole wage plan increases by one and one hundred twenty-five thousandths percent every year.

The Elements of Due Process

A teacher contract turns out to be operative once the teacher signs and gives back the contract to his or her facultys superintendent.

Effective Staff Retained and Ineffective Ones Removed

The contract implicates the measurement of the teachers effectiveness indicators. One is warned that the poor performance leads to the nullification of the contract. Together with this, the effective teachers are offered promotion and the salary bonus.

Aspects of Professional Development

The contract includes stimuli for the professional development such as the increased payment rates and the guarantee to prolong the contract validity.

Common Planning Time And/Or Flex Time Included

There is the number of hours which determine the functioning of a teacher and his/her schedule. Educators are able to take a paid sick leave in case of emergency. The number of these days is determined by the terms of the contract.

The agreement comprises extra wage for extra responsibilities. The educators make forty-five dollars per hour when they replace another tutor or have to teach scholars during a selected training time. Coordinators get between $1,518 and $3,343 extra each year. Administering certain standardized tests pays between $1,569 and $3,173 (Brighton, 2010, para. 4). If a subordinate tutor takes on an extra lesson, they get an advantage of one-fifth of his or her income.

Teacher Evaluation and Motivation

Teacher performance is regularly evaluated to make decisions concerning motivation or penalties. The underperforming teachers are warned about the danger to be dismissed.

If an educator wants to perform some research activity, he/she could obtain some extra payment as a sort of reward. Teachers with the higher level of education receive better compensation.

Supporting Student Achievement

The contract provides a clear plan demonstrating how students performance affects the teachers compensation and ones performance reputation.

Elements that Should Be Maintained

The contract provides the precise and detailed information on how teacher work is assessed and motivated. Thus, there are no elements that should be eliminated. However, since the contract is not in compliance to the economic capacity of the region, amendments are needed to ensure such compliance.

Elements that Should be Added to Impact Student Achievement

Although U.S. education tends to be organized around the principle that perfection has no limit and this is of course the best practice, the evaluation of the contract suggests that it has enough regulations to stimulate the teachers desire to improve the students performance for the current period.

Further Improvements

Brighton Area Schools belong to Michigan educational department presently functioning with a financial shortage. In accordance with the Michigan Division of Education, the region expended money over its limit by seventeen percent during the previous year. A place to begin seeking paths to escape the red would be the scholars joining the agreement, since the expenses controlled therein use up approximately seventy percent of the regions primary state funds.

References

Brighton teacher contract summary. (2010). Web.

Cadillac teacher contract summary. (2010). Web.

Chudgar, A. (2014). Alternative forms of teacher hiring in developing countries and its implications: A review of literature. Teaching and Teacher Education, 37(1), 150-161.

Goldring, E. (2015). Principals human capital decisions and the emergence of teacher observation data. Educational Research, 44(2), 96-104.

Lott, J. (2013). State teacher union strength and student achievement. Economics of Education Review, 35(1), 93-103.

Salifu, I. (2013). Teacher motivation and identity formation: Issues affecting professional practice. Journal of Educational Studies, Trends and Practices, 3(1), 58-74.

Sullivan, J. (2012). A collaborative effort: Peer review and the history of teacher evaluations in Montgomery County, Maryland. Harvard Educational Review, 82(1), 142-152.

Upon observing Christine teaching students on Human Behavior and the Social Environment, this paper is a summary of her strengths and areas that need improvement. It is aimed at developing a well-rounded appreciation of growth and development as an educator.

Christines strengths include having a caring personality, proper planning of the lecture, as well as demonstrating professional ethics, values, and accountability. One of the strengths observed includes capacity to pose questions to students. It helps test their ability of remembering, absorption and preparation. Among the rest advantages is the capacity to spur excitement and interest in students, discussing how well they did in their previous assignments and providing feedback before proceeding to other assignments. Available literature shows that, if well utilized, such skills have the ability to positively impact the instructional credibility of the teacher (Li et al., 2011). Thus, students performance as well as growth and development of teachers is also enhanced (Davis, 2011).

Another round of strengths noted during the one-hour observation include employing electronic means in teaching, making the learning experience more enjoyable and presenting a highly academic and professional personae. Moreover, the learning process may be made entertaining through using well-organized, colorful, and multi-functional PowerPoint slides during the lecture. Among the strong personal characteristics are highly furnished use of verbal, non-verbal and rhetoric skills.

Available literature demonstrates that some attributes within the teachers control, such as effective teaching and planning skills, professional characteristics, enhancement of classroom climate (McBer, 2000), use of technology to spur creativity and innovation among students, and ability to provide a framework for critical thinking and problem solving (National Education Association, n.d.), not only facilitate students performance but also contribute substantially to the growth and development of upcoming educators (Keith-Spiegel, 2002).

At a personal level, Christine demonstrates mutual respect and kindness to her students. She is able to use her personal life experiences and educational journey to instill valuable lessons to the students, and create a very comfortable atmosphere for class discussion. Additionally, she is able to improvise definitions and content from her sharp memory and capacity to control language, hence ensuring a smooth flow of the lesson. This is a very strong point in that available literature shows that during awkward moments when a teacher may stumble, mispronounce words or forget the content of the lecture, learners may perceive such moments in negative light, hence adversely impacting the teachers instructional credibility (Li et al., 2011).

It is evident, however, that Christine needs to improve her self-disclosure as she admits that she came from a low socioeconomic family as well as she reveals some family issues she has had to face. Available literature demonstrates that teachers who self-disclose their private information to students run the risk of fueling issues that may lead to adverse publicity and credibility (Li et al., 2011; UNESCO, 1998). The priority, therefore, should be to exercise professionalism when self-disclosing information to students.

References

Davis, J.S. (2011). Five secondary teachers: Creating and presenting a teaching persona. Current Issues in Education, 14(1), 1-27.

National Education Association. (n.d.). Preparing 21^st century students for a global society: An educators guide to the four Cs. Web.

Keith-Spiegel, P. (2002). The ethics of teaching: A casebook. Mahwah, NJ: Lawrence Erlbaum.

Li, L., Mazer, J.P., & Ju, R. (2011). Resolving international teaching assistant language inadequacy through dialogue: Challenges and opportunities for clarity. Communication Education, 60(4), 461-478.

McBer, H. (2000). Research into teacher effectiveness. Department for Education and Employment Research Report No. 216. Web.

UNESCO. (1998). World education report: Teachers and teaching in a changing world. Web.

A personal philosophy of teaching is essential since it guides educators to analyze their students needs to address them using the most appropriate methods. Such a model outlines the best initiatives and practices that can deliver the intended goals. This paper adds to my philosophy by justifying my preferable teaching methods. The discussion also identifies the best theorist whose concepts support my framework.

Teaching Methods

Several teaching strategies are available that teachers can use to support and transform their students experiences. My preferable approaches include the student-centered and high tech methods. While being the source of authority, I focus on the student-centered initiative to coach and ensure that the individuals engage in both informal and formal educational processes. This model can allow me to form new groups, provide personalized assessment, and allow learners to participate in the process (Williams, 2017). I will measure the recorded goals continuously while providing the relevant instructions. Collaboration emerges whereby I remain the facilitator who promotes a cooperative educational experience.

The second preferable teaching approach is that of high tech. The reason underlying this approach is the desire to use modern innovation to guide the learners throughout the process. I can use the Internet and user resources to maximize their experiences (Eremie & Ubulom, 2016). This model is appropriate since it resonates with the demands of the globalizing world. Most of the promoted theories of learning can support this process and ensure that more learners achieve their goals.

Educational Theorists: Philosophies

Several scholars and theorists have presented powerful models that are capable meeting the demands of more learners in an educational setting. John Dewey is my favorite expert whose philosophies revolve around the way students acquire new knowledge. The model allows educators to consider some of the best ways to offer personalized instructions, solve recorded challenges, and make the process student-centered (Williams, 2017). The theorist provides powerful insights for putting the demands of the beneficiary first while focusing on the best ways to maximize comprehension.

Carl Rogers is another scholar whose notions are applicable in various classrooms. The principle of self-discovery resonates with the use of emerging technologies and devices, such as handheld devices and computers (Patel, 2016). As the educator, rely on such a concept to promote self-regulation measures in an effort to improve the learning process. The learner will be allowed to take control of process in a constructive manner. The individual will ask questions while the educator will outline some of the best ways to improve the experience (Patel, 2016). Using such a theory, I can personalize the instructions, acquire the relevant technological resources, and design the best environment to support the delivery of positive results.

The outlined teaching methods are capable of delivering the intended content in the designed unit plan. The described philosophers present two models that can support both student-centered and high tech approaches to learning. The theorists provide evidence-based guidelines and principles for engaging learners, allowing them to dictate the process, and introducing the most appropriate technologies that can meet their demand (Leshkovska & Spaseva, 2016). The two professionals are my favorites since their models offer powerful insights that can support me to achieve my goals as a teacher.

Conclusion

The above discussion has identified two powerful teachings methods that can support the needs of the learners for the designed unit plan. The described theorists and their respective philosophical attributes will support the initiative. These aspects will guide me to develop a superior teaching philosophy that will make me a successful educator.

References

Eremie, M. D., & Ubulom, W. J. (2016). Review of person centered counselling theory. International Journal of Innovative Education Research, 4(2), 46-50. Retrieved November 20, 2020

Leshkovska, E. A., & Spaseva, S. M. (2016). John Deweys educational theory and educational implications of Howard Gardners multiple intelligences theory. International Journal of Cognitive Research in Science, Engineering and Education, 4(2), 57-66. doi:10.5937/IJCRSEE1602057A

Patel, M. (2016). The theory of rhetoric of person-centered therapy from the view of Carl Rogers. International Journal of Research and Analytical Reviews, 3(2), 58-61. Retrieved November 20, 2020, from http://ijrar.com/upload_issue/ijrar_issue_275.pdf

Williams, M. K. (2017). John Dewey in the 21^st century. Journal of Inquiry & Action in Education, 9(1), 91-102. Retrieved November 20, 2020, from https://files.eric.ed.gov/fulltext/EJ1158258.pdf

Introduction

Teachers abilities to resolve disputes during the learning process and to promote effective methods of influencing student performance and interest are important professional qualities. To address various incidents, using appropriate reflective practices and approaches is essential since an opportunity to analyse each situation helps avoid unpleasant precedents and contributes to increasing teacher authority. Therefore, the application of the right tactical steps to resolve conflict and controversial situations should be part of teachers professional activities, particularly in a diverse learning environment.

As an example of an incident, the case will be described, which occurred during one of the math classes at Hackney School that is characterized by its heterogeneous composition of students in the context of ethnic background. Two boys (IB and RO) sitting next to each other constantly talked, regardless of whether I spoke or not. When noticing that RO was the initiator of the chatter, I offered him to take another place, and after several direct appeals, the student began to ask me to leave him in his former seat.

Nevertheless, insisting on my own, I ordered him to sit next to RI, the girl who was between IB and RO, and, thus, stopped the boys continuous conversations. The evaluation of this case based on current theoretical approaches may allow assessing the situation comprehensively and offering different positions regarding the incident.

Portfolio

Work in the field of education requires not only the availability of competent skills and knowledge but also other attainments that may help establish interaction with the target audience. According to Tripp (2012, p. 5), a teachers performance is largely determined by two significant criteria based on reflection  assessment and common wisdom that is a timely response to any ambiguous situations and challenges. The discussion of the proposed incident about the two students constantly talking during lessons may serve as an example of how a particular decision can affect students academic performance and prove the objectivity of taking measures in such a situation.

The key objective of the reflection is to explain why I acted in this way and used the appropriate authority leverage. Utilizing Tripps (2012) concepts and approaches is a convenient mechanism for analyzing the incident from different perspectives.

Thinking Approaches about the Incident

To conduct a detailed analysis of the incident in question, an appropriate assessment methodology will be applied. Tripp (2012) proposes a discussion algorithm involving the key aspects of evaluation based on discussions about the possible causes of a particular behavior, ethical and other dilemmas that arise in the process of resolving issues, personal attitude to the problem, and some other possible reflexive tools. These approaches will allow me to study the case in detail and, in turn, prevent bias in concluding.

Incident Description

For two weeks, I had been observing my focus 6-grade math group, and it came to my attention that two boys who sat next to each other were constantly distracted, sitting in places that are not easy to see immediately. After giving a warning, I told one of the boys that he needed to stand up and move away from IB. I had clearly explained what is my reason was for moving him. The child I had spoken to did not react to my request. I spoke again with a firmer voice, and he asked: Why? I do not want to be moved, please, please, miss. However, I insisted on my request, and RO had to take a seat near RI, a girl. IB was sitting calmly and waiting patiently while I was explaining the lesson. His face looked surprised at finding that he was to sit on his own. At the end of the lesson, I had asked those boys to stay with me for a brief talk.

Me: Why do you think I move you away from each other?

Boys shrove their arms.

Me: Can you please think about something that you have done today what was your fault?

RO: Yes, miss, were we talking?

IB: And laughing?

Further, I explained to the boys that for their good progress in maths, I wanted them to sit in different seats. At first glance, they understood the reason for my remarks and realized their misconduct, in particular, RO who was the initiator. Nevertheless, when analyzing this decision more deeply, I can talk about additional factors that influenced the outcomes of the incident and might be taken into account.

Non-Events

During the learning process, RO did not create significant interference with other students, except IB, and did not show signs of aggression or other forms of deviant behavior. The academic performance of the initiator of the incident cannot be regarded as weak, although in mathematics, he lacks perseverance and diligence. I noticed him talking to the other student initially, but first, I watched the two, although this was problematic because their seats were located near the window. I decided to take action after I saw that my remark did not produce the desired effect, and all subsequent actions were the outcome of ROs unwillingness to follow my request.

As another non-event, I did not ask the boys why they were unable to complete their tasks. This might be my mistake because, if I had found out the reasons for their poor learning outcomes, this could have helped me to understand the reasons for their low-performance results. Therefore, I need to be more careful in the future and ascertain the reasons for students unpreparedness.

Plus, Minus and Interesting

The plus is as follows: I have managed to separate IB from RO, thereby allowing both students to concentrate on educational tasks. Judging by the further performance of the initiator of the incident, such a decision helped to increase his diligence. In addition, when sitting next to the girl (RI), he was not able to distract her constantly, and this has brought positive results.

As a minus, I can distinguish a minor conflict that arose between RO and RI. Since the girl has personal views on the educational process and other interests, she is sometimes outraged that IB distracts her and creates discomfort. Disputes between the new neighbors have become a key issue, which, nevertheless, has significantly fewer negative consequences than the previous continuous interaction of IB with RO.

An interesting remark is as follows: despite my fears that the separation of IB from RO may lead to the dissatisfaction of the former and refusal to carry out educational tasks diligently, the measures taken have been fruitful. The initiator of the incident found a new interlocutor in the person of RI who, however, maintained communication less willingly and did not seek to be distracted. The test results prove that the performance of both boys has increased, and their independent activities have become more productive than the ones in pair.

Alternatives, Possibilities, and Choices

Reasoning about the possible outcomes of an incident is an important aspect of professional reflection. According to Tripp (2012), making a choice is possible in the context of analyzing the potential premises and consequences of specific actions, as well as preventing them. In the considered incident, a positive resolution could be one of the alternatives, for instance, by encouraging the efforts and silence of the boys. The system of bonus points might be offered to them as an encouragement and stimulation of their educational activities.

Another possible choice is a tough suppression of any inappropriate behavior during all the lessons. I could make constant remarks and condemn the boys, paying attention to the first of all and not allowing the violation of silence, including their communication on abstract topics. In the case of precedents, special punishments might be imposed, which would calm the students and call them to discipline and diligence.

Finally, another potential alternative is to leave RO sitting alone. Such a solution could have advantages since when he was close to RI, RO felt uncomfortable and depressed. Separating RO to an individual seat might help relieve tension and stimulate his interest in achieving positive learning outcomes on his own, without the help of classmates. At the same time, I would have to pay attention to him more often, which could affect his self-confidence adversely.

Other Points of View

An opportunity to look at the same situation from different perspectives is a valuable component of professional reflection. As Tripp (2012) notes, any analysis is a two-step process; initially, a specialist expects a certain point of view from a third party, and subsequently, he or she checks this position. About the case under consideration, I turned to my mentor who agreed with my decision to change ROs seat.

Nevertheless, I received a remark about being too strict about the student because the latter could get tired of constant warnings, and stimulating his interest in the educational process, for instance, through bonus points, might have a more favorable effect. In addition, I should have known from RO the reason his her constant distractions before taking drastic measures to influence the situation. My mentor suggested that I was to approach these situations on the positive side next time to have an idea of the causes that might prevent the student from fulfilling the assigned learning tasks.

Omission

One of the important factors in analyzing teaching incidents is the cross-checking of all situational aspects, which, as Tripp (2012) notes, is a mandatory procedure due to the imperfection of the thinking process. As an omission, I can admit that, previously, I did not evaluate how the boys behaved during other lessons and whether there were similar incidents. This could have helped me to understand whether their distraction was a deliberate factor or the reason for their misunderstanding of certain tasks and general theoretical materials. If I had had a conversation with them initially, we might have avoided a radical method of solving the problem.

The Why? Challenge

Finding out the reasons for teaching incidents is an important task to obtain an objective and comprehensive picture. Tripp (2012) argues that when asking the question why?, a person considers the prerequisites for the development of a conflict or another controversial situation in as much detail as possible. In this case, I seek to expand my understanding of the incident by asking a few special why-questions.

Q: Why RO spoke back when I asked him to take another seat?

A: He wanted to explain himself, and I did not listen carefully to what arguments he had.

Q: Why did not RO share my decision?

A: He probably perceived it as unfair and did not have a chance to have a voice.

Q: Why were the pupils talking during the lesson instead of doing their work?

A: They perhaps found the assignments too hard and disengaging.

Q: Why were the tasks hard?

A: There was no catch-up session available for over a week.

Dilemma Identification

The behavior of the students, which caused my close attention to them, entailed a dilemma that affected all the parties involved. On the one hand, it was necessary to take measures to stop the boys regular distractions and minimise ROs excessive activity. On the other hand, my behaviour could be regarded as too harsh and contrary to teaching ethics since I did not find out the reasons for the students distractions. According to Tripp (2012), the variability of potential solutions causes stress on teachers and hinders professional activities. Therefore, dilemma identification is an important procedure to avoid precedents.

Personal Theory Analysis

The applied approaches have allowed me to evaluate all the nuances of the incident and draw relevant conclusions. I realize that I should listen to students before taking any action. Also, based on the reflection, I can argue that I will be able to assess my activities critically and prevent bias or any other unethical form of professional behavior. The strategies applied will help me to challenge any incident due to comprehensive appraisal principles and approaches involving the rechecking of the initial hypotheses. The analysis of the background of a particular situation is more important than its consequences, which is proved by asking why-questions.

Commentary

Further discussion of the considered teaching incident will be based on the assessment of this situation both from a personal standpoint and from the perspective of relevant ideas offered by incredible academic sources. In addition to Tripps (2012) approaches, specific concepts and reasoning will be utilized to discuss the presented dilemma, its causes, and consequences. Both general and individual implications will be considered as key substantiating arguments.

Issues in Teaching Raised

Since the teaching process requires qualified training in various aspects of activities, including ethical, behavioral, communication and other areas, the continuous refinement of personal mastery is a valuable practice. According to McGregor (2011), a teacher can have all the necessary knowledge about a particular academic discipline, but despite a comprehensive educational background, issues may arise, which require developing new attainments.

In the context of the proposed incident, the topic of my interpersonal interaction with individual students was touched upon, and my professional competence was challenged by the need to take measures to eliminate the problem. I was not prepared for the fact that the students could not understand the teaching material, and the issue of presenting information was raised. The possibility of changing the curriculum and creating more convenient and favorable conditions for interacting with pupils could allow me to resolve the incident more productively.

Another issue addressed is the approach to interacting with students, in particular, RO who initiated the incident. As Sisson (2016) argues, even short positive incentives can be more beneficial than long-term psychological influences aimed at suppressing the will of students and instilling a sense of responsibility in them. Not only psychological support but also other stimuli could have been offered to RO who, in turn, had difficulties with studying the materials of the curriculum and distracted the other pupil. Such a positive form of communication, implying the involvement of students in an active learning process, may be more effective than the traditional model of authoritarian communication. Therefore, the issues of the approach to assessing and stimulating interest are significant in this analysis.

The issue of responding to students inappropriate behavior during the learning process is an issue that also requires analysis. According to Gu (2015, p. 5), teaching is emotionally attached and value-laden. In other words, the feelings that a teacher manifests about specific situations directly reflect his or her individual beliefs, preferences, and priorities. In my case, the pupils systematic violation of discipline entailed a severe reaction on my part, which underlined my unwillingness to put up with the student irresponsibility and disobedience. At the same time, the excessive manifestation of emotions is fraught with the violation of professional ethical principles. Therefore, the issue raised is of high importance in the context of competent teaching.

Relevance of the Incident to an Individual Practice

When analyzing the presented teaching incident from a broader perspective, I can notice that its implications on my practice are significant and may entail changes in interaction with students. As Moore and Ash (2002) state, in the framework of a mandatory educational policy, there is a concept of pupil autonomy that allows students to solve certain educational problems on their own. This aspect requires increased concentration from me since I cannot violate the rights of a child but, at the same time, I am obliged to control the quality of studying the proposed curriculum and monitor performance indicators.

As a result, according to McGregor (2011), by following the principle of the comprehensive assessment of my teaching style by evaluating the process itself and delivering knowledge, I can organize teaching so that, without exception, all students could achieve the highest academic outcomes possible. In this case, I need to think over the features of interpersonal communication with students and find out the causes of any disputes in advance to prevent a recurrence of the described incident.

Since my decision to ask RO to take another place was not based on a spontaneous impulse but the preliminary observation of the situation, I can note that I was guided by one of the basic principles of teaching, which consisted in achieving high academic results by my students. Polland and Filler (2015) remark that such an objective may be reached by various methods, including cyclic testing, group activities, and other tasks aimed at increasing control over pupils learning outcomes.

This means that my intervention can be regarded as one of the manifestations of the ultimate goal of teaching, in particular, achieving optimal results by stimulating student personal diligence. By resorting to such a practice in the future, I have an opportunity to earn pupils trust and, at the same time, retain the right to monitor childrens knowledge freely.

Finally, regarding a potential impact on my teaching practice, this incident may change my attitude towards individual credentials. As Hodkinson and Hodkinson (2015) note, any manifestations of power relations can lead to inequality, which is unacceptable in my professional activity. Thus, to avoid bias for individual students and consolidate the success achieved, I should treat pupils loyally and train the communication principles of interaction to avoid rudeness and, consequently, interpersonal conflicts with the target audience.

Personal Assessments and Conclusions

Creating a favorable environment for student learning is a task that rests on several conventions and potential challenges, and the example of the incident considered confirms this assumption. According to Ossa Parra, Gutiérrez, and Aldana (2015), one of the main causes of similar problems is the lack of sufficient information about a particular student. The authors argue that the impact of context on how one carries out learning and teaching activities is crucial when evaluating and making individual judgments (Ossa Parra, Gutiérrez, and Aldana, 2015, p. 25). I can draw conclusions based on the pupils current performance outcomes, but to resolve unique situations like the one presented by the incident, I should be familiar with the individual learning background of the whole class to make a more objective picture of potential interventions.

Reflection on any incident is an important aspect of my professional self-development. As Dewey (2015) states, doubts cannot be regarded as a factor determining a teachers inferiority and his or her lack of competence in interacting with students. Conversely, the analysis of personal practice and similar situations may allow me to gain new experiences, acquire valuable communication skills and overcome other difficulties that may arise throughout my career. Otherwise, excessive self-confidence in my power and unwillingness to compromise can lead to an authoritarian style of teaching, which is unacceptable in a dynamic educational environment and should not be applied in the context of promoting modern learning principles.

At the same time, teaching cannot be seen as a process of continuous innovations and changes. Schon (2015) remarks that school practice becomes routine and monotonous gradually, which may have negative consequences on the willingness of specialists to maintain the highest level of education. In addition, as the author argues, teaching does not imply spontaneity, and thorough preparation is required (Schon, 2015).

Therefore, I need to learn a lesson from the presented incident and be prepared for possible precedents. However, this does not mean that I should not change anything in my practice. Improving teaching skills and analyzing mistakes or omissions made are integral elements of professional self-development. Therefore, I can argue that the quality of my work is not a static variable and requires regular development to meet the status of a teacher.

Other Relevant Viewpoints

The assessment of the described incident will be more detailed and credible if additional points of view on my and my students behavior are given from the perspective of third parties. To begin with, the opinion of my mentor needs to be cited, which implies the fallacy of my uncompromising decision regarding moving RO to another place without first finding out the reasons for his and his classmates excessive activity.

Tripp (2012) describes this omission as a mistake that many teachers make. According to the author, focusing on a formal curriculum narrows the possibilities of productive interaction with the target audience and does not allow school staff to find hidden mechanisms of effective communication (Tripp, 2012). In the incident in question, I should have found out that IB was a new child in the class, and he wanted to impress RO. I will listen to the opinion of the mentor and analyze such ambiguous situations in more detail in my future practice.

Interaction with colleagues may be a valuable activity to find answers to specific questions related to the teaching profession and requiring a detailed assessment. In my case, the opinions of the school staff may differ based on the performance of RO and IB in different disciplines. When evaluating my decision to separate one student from the other is unlikely to cause a tough reaction from colleagues because they are familiar with different forms of pupil distraction and can practice such methods of influence on their own. Nevertheless, some representatives of the teaching staff will probably condemn my decision for being too rigid and inflexible in resolving the situation. Some employees adhere to modern views on the educational process that does not allow any form of suppression of student will. Therefore, individual colleagues may disagree with my method of influence, but in general, as Sisson (2016) notes, receiving critical feedback is of great importance for self-reflection.

The evaluation of the opinions of other third parties will be less significant in the context of this incident. Neither parents nor the boys classmates will be able to give an objective assessment of the situation due to the varying degrees of interest and bias. Accordingly, the mentors and colleagues positions are the most acceptable for analyzing my case and reviewing those events that entailed my reflection.

Approaches to Develop a Reflective Practice as a Teacher

Constant introspection and a personal assessment of professional activities may allow me to develop valuable teaching qualities that are necessary for the modern educational environment and help prevent incidents. As one of the approaches that are relevant to achieving these goals, the practice of conjectural anticipation proposed by Dewey (2015) may be useful. According to the author, this principle implies a tentative interpretation of the given elements, attributing to them a tendency to effect certain consequences (Dewey, 2015, p. 69).

Guided by this approach, I can plan the potential outcomes of certain solutions and predict possible scenarios based on available information. For instance, when working with students who have poor academic performance indicators, I anticipate specific behavior from them (self-doubt, anxiety, and other negative moods), which, in turn, can contribute to more effective teaching interventions. This principle provides for willingness to reflect and contributes to achieving the set professional goals largely due to initial preparation.

To cover a wider range of teaching opportunities for successful reflection, I should also take into account other relevant concepts. McGregor (2011, p. 11) presents the theory of pedagogic enactment and describes it as a mechanism involving various tools that facilitate a detailed analysis of individual practice. The rules for preparing for classes, peculiarities of interaction with students, question strategies, and other necessary teaching elements are included in this approach. As a result, in addition to the anticipated outcomes of work, I can count on the faultlessness of activity stages, which minimizes the likelihood of ambiguous situations and helps avoid unpleasant incidents.

Finally, to develop my effective reflective practice in teaching, a collaborative approach may be a relevant strategy. Tripp (2012) describes this principle as a methodology for the exchange of experience among colleagues, which helps expand knowledge regarding possible ways of self-esteem through the acquisition of new skills. Even in conditions of constant interaction with students, it is not easy to obtain comprehensive information about the individual characteristics of each pupil, for instance, academic performance in other disciplines or socio-cultural background. Collaboration with colleagues makes it possible to obtain valuable data about the target audience, thereby increasing the likelihood of positive teaching interventions and enhancing my professionalism.

Conclusion

The analysis of the considered teaching incident through the use of relevant theoretical approaches describing self-reflection strategies allows me to evaluate the presented situation from different perspectives and draw competent conclusions regarding its premises and outcomes. The assessment tools offered by Tripp (2012) help me to create a comprehensive picture of the event and contribute to analyzing possible errors or, conversely, the right solutions.

By utilizing these assessment tools, I can argue that my decision to separate the two students from each other was justified, although I missed some important aspects of interpersonal interaction and did not find out the initial reasons for the incorrect behavior at the lesson directly from the initiator of the incident.

There are alternative scenarios that I could have implemented successfully, for instance, special punishments. However, a positive approach to interacting with students may be considered a successful tactical step because those pupils who receive regular warnings can be stimulated better through personal rewards. Thus, the assessment of the factors that led to any incident is a prerequisite for self-reflection aimed at identifying individual decisions about ambiguous situations during a dynamic learning process.

In the context of the considered incident, the conclusions and decisions obtained as a result of reflection may be used in my subsequent practice with benefit. In the future, I will be more attentive to the premises of any controversial situations in my lessons and will be guided not only by observation but also by direct communication with the target audience. Also, I will take a positive approach to solve problems with the academic performance of students more often to stimulate their interest in achieving high learning outcomes.

The incident considered may allow me to react to similar situations more loyally in my professional activities and take into account additional circumstances, for instance, the social status of a pupil or other conditions of his or her learning. Since IB is a student who has been in this school recently, his behavior could be justified by the desire to impress his classmate. This nuance is a significant aspect that I needed to consider, and in my future practice, I will pay more attention to such individual factors.

The academic readings considered are valuable auxiliary resources that allow evaluating existing concepts and approaches to teaching self-reflection and contribute to assessing personal decisions objectively. In my future practice, the techniques learned may help prevent incidents and mitigate any conflict situations effectively. Despite some mistakes made during the case in question, I have learned to analyze my actions as openly as possible and take into account not only my views but also third parties opinions, which is of great importance in summing up objective results. Developing skills in this industry is a must for which I will strive.

The help of a mentor and colleagues can be valuable for evaluating my actions competently; therefore, I intend to study the principles of teaching reflection in the future and devote time to self-development and enhancing professionalism.

Reference List

Dewey, J. (2015) Thinking and reflective experience, in Colwell, J. and Polland, A. (eds.) Readings for reflective teaching in early education. New York: Bloomsbury, pp. 68-69.

Gu, Q. (2015) Being a teacher in times of change, in Colwell, J. and Polland, A. (eds.) Readings for reflective teaching in early education. New York: Bloomsbury, pp. 4-6.

Hodkinson, H. and Hodkinson, P. (2015) Learning in communities of practice, in Colwell, J. and Polland, A. (eds.) Readings for reflective teaching in early education. New York: Bloomsbury, pp. 84-85.

McGregor, D. (2011) What can reflective practice mean for you& and why should you engage in it?, in McGregor, D. and Cartwright, L. (eds.) Developing reflective practice: a guide for beginning teachers. New York: Open University Press, pp. 1-20.

Moore, A. and Ash, A. (2002) Reflective practice in beginning teachers: helps hindrances and the role of the critical other. Web.

Ossa Parra, M., Gutiérrez, R. and Aldana, M. F. (2015) Engaging in critically reflective teaching: from theory to practice in pursuit of transformative learning, Reflective Practice, 16(1), pp. 16-30.

Polland, A. and Filler, A. (2015) Being a learner through years of schooling, in Colwell, J. and Polland, A. (eds.) Readings for reflective teaching in early education. New York: Bloomsbury, pp. 7-12.

Schon, D. (2015) Refledtion-in-action, in Colwell, J. and Polland, A. (eds.) Readings for reflective teaching in early education. New York: Bloomsbury, pp. 70-72.

Sisson, J. H. (2016) The significance of critical incidents and voice to identity and agency, Teachers and Teaching, 22(6), pp. 670-682.

Tripp, D. (2012) Critical incidents in teaching (classic edition): developing professional judgement. New York: Routledge.

Introduction

This paper is aimed at discussing the main concepts and techniques that were examined during classes. Much attention should be paid to the conceptual framework components that can throw light on some of the main principles which should be followed by educators daily. In particular, it is necessary to show how these components are related to various assignments that were completed. Secondly, this essay will illustrate the role of teaching activities for professional development. Additionally, one should focus on their connections of these activities with the theoretical models examined during different courses. These are the main aspects that should be discussed. Overall, one can argue that these experiences have contributed to my professional development because I learned more about various tasks that an educator should cope with. Furthermore, I was able to get a better idea about the needs of students who may face discrimination or injustice due to some reasons. Therefore, I will be able to support these learners. Finally, various assignments highlighted the importance of continuous professional development for a teacher. These are the main benefits that can be singled out.

The assignments and conceptual framework components

The assignments that I have completed enabled me to understand the techniques that can be used by modern teachers. They can be linked to the following conceptual framework components: 1) pedagogical knowledge and skills (PKS), 2) capacity for informed reflective action (CIRA); 3) compassion for/service to the community (CSC); and 4) life-long learning and development (LLD). These components illustrate the principles that guide the work of educators whose main priority should be the wellbeing of students. Moreover, these elements influence the ethical standards that teachers should meet. So, the tasks that I have completed can be divided into four groups since each of them is linked to a specific component.

At first, I can mention the task Social Studies Unit Plan which can demonstrate the relevance of CIRA to the work of educators. In particular, this task has demonstrated to me that while developing a curriculum, teachers should be aware of different cultural or social phenomena and trends that can affect children. This information is vital because a teacher should understand how the values of students are shaped (Doiron & Asselin, 2005, p. 13). For instance, these professionals should raise students awareness about the role that various cultural or ethnic groups could play in American history. Moreover, it is necessary to keep in mind that there can be several stereotypes about these groups. One of the tasks is to refute these stereotypes. The lesson plan that I developed was based on the principles of CIRA. I encouraged students to learn more about the role that Native Americans played in the history of New York.

It is one of the examples that can be provided. Additionally, one can mention the assignment called Classroom Library. This task also highlights the importance of CIRA. While selecting books for children, a teacher should be aware of various social problems or developments. For example, they need to know about such an issue as the need for diversity and respect for people of various ethnic or racial origins (Doiron & Asselin, 2005, p. 13). Secondly, many people can be victimized because of their sexual orientation (Doiron & Asselin, 2005, p. 13). Thus, they should books or learning materials that can help students understand these questions and promote the idea of respect toward people who can differ from the majority. Thus, it is possible to say that CIRA is important for the formation of students values. An educator should understand how the principles of CIRA can be applied. This is one of the points that can be made.

Moreover, it is possible to refer to Case Study BRI. This task illustrates the importance of such a conceptual component as PKS. One of such skills is the ability to evaluate the strengths and weaknesses of students. Furthermore, educators should develop a set of exercises that help a student overcome his/her educational difficulties. These activities can be viewed as one of the significant competencies that a teacher should possess. So, this case study helped me to identify specific pedagogical skills that I should acquire and elaborate on. Furthermore, pedagogical knowledge and skills can be related to such an assignment as the development of the personal philosophy. This philosophy can be described as a set of beliefs and assumptions about the goals of education and the ways of achieving these goals. To a great extent, it influences the choice of instructional methods. Moreover, one can say that these views impact the development of pedagogical knowledge and skills such as evaluation, instruction, reflection, and so forth. I may refer to this assignment in the future. It is why the essay about personal philosophy was important for me.

It is also possible to speak about such a component as lifelong learning and development (LLD). I learned more about this conceptual component while doing the assignment related to balanced literacy. A teacher should assist students in developing the skills that are critical for life-long learning students. Balanced literacy is one of such skills that learners should acquire because it is critical for their professional careers. Therefore, LLD is crucial for the design of lessons. Additionally, this conceptual component is also related to the work of teachers. These professionals should know about the most innovative instructional methods that facilitate childrens learning (Scales, 2011, p. 1). To a great extent, LLD implies that an educator should be open to new theoretical models that can improve their work (Scales, 2011, p. 1). As a rule, this attitude toward education is more productive. Apart from that, these people should be aware of the most recent studies which be used to assess the effectiveness of different instructional methods. In this way, a teacher will manage to make lessons more engaging. Therefore, LLD is vital for both students and teachers. It is one of the arguments that can be put forward.

There are other essential tasks completed during this course. For example, it is possible to speak about such a task as Response-to-Intervention and Learning Disabilities. This assignment contains a review of articles that can show how educators should help students with disabilities. The main benefit of these sources is that they can explain how various programs and policies are developed. Furthermore, these assignments illustrate the use of such a conceptual component as CSC. This principle implies that a teacher should understand the challenges that could be faced by some learners. Educators should understand why their academic performance or socialization can be impaired (Spradlin & Parsons, 2008, p. 288). Provided that these problems are overlooked, these students can be marginalized. Moreover, teachers must know how the needs of these learners can be met (Spradlin & Parsons, 2008, p. 288). On the whole, it is necessary to create an inclusive learning environment in which students can fulfill their talents. In turn, this literature review can illustrate policies that can eliminate educational inequalities. Therefore, this assignment shows how the principles of CSC can be put into practice. They can offer many valuable insights to both students and educators. It is one of the benefits that should be considered.

Apart from that, one should refer to the essay examining curricular movements and multicultural education. In this paper, I discussed how this approach to teaching was developed in the twentieth century. This assignment is important for explaining why American educators decided to promote diversity in the classroom. Overall, this paper can be linked to capacity for informed reflective action. Teachers should reflect on the advantages and disadvantages of multicultural education. Additionally, teachers must understand how various cultural or social trends can be relevant to the life of children. Moreover, they should find ways of incorporating the principles of this teaching approach. This paper is closely linked to CIRA because a teacher should have a clear idea about the new cultural trends in education.

Additionally, I can say that various conceptual framework components are closely related to one another. For instance, a teacher can better support children with disabilities provided that he/she has an in-depth understanding of the most innovative instruction methods. Therefore, one can speak about the link between CSC and LLD. By remembering the link between these conceptual framework components, a teacher can avoid many pitfalls. Additionally, it is important to speak about the connections between LLD and CIRA. As it has been said before, a teacher should reflect on various social and cultural trends that can affect the lives of students. However, a teacher can do it, only if he/she adheres to the principles of life-long learning and tries to learn more innovative approaches to education. This is one of the details that should be considered. By looking at the connections between conceptual framework components, a teacher can better cope with ones duties.

Teaching experience

Furthermore, my teaching experience has helped me to see how various theoretical notions can be translated into practice. It should be noted that I was placed in Maurice Cody P.S. Toronto district public school where I was working in a fifth-grade classroom. This experience has helped me to see the relevance of conceptual framework components. It is possible to speak about the importance of life-long learning and development. While designing the lessons, I need to learn more about various instructional methods and their efficiency. This is why I needed to consult different academic studies describing various techniques used by educators. This activity was of great use to me because I managed to engage students by developing more interesting assignments.

Apart from that, I would like to speak about the importance of CSC. Certainly, children with whom I worked did not face any discrimination or injustice that can be explained by racial prejudice or economic inequalities (Ornstein, 2013). This is one of the observations that I can make. However, some of these students had some minor hearing and visual impairments. Therefore, I had to adjust my teaching methods to the needs of these learners. I needed to give them modified tasks. Moreover, I can say that my teaching experience helped confirmed the theoretical ideas that I learned during this course. Furthermore, these activities illustrated the relevance of different conceptual framework components. Each of these elements can be viewed as a valuable principle that can assist a teacher in his/her daily work. These are the main details that should be taken into account by students.

Conclusion

Overall, I can say this course helped me to understand various instructional methods that can facilitate both teaching and learning. For example, I was able to see how teachers should support the needs of learners whose difficulties can be attributed to economic inequalities, racism, or disability. Thus, I can say that this experience is critical for my professional development. Moreover, various assignments have demonstrated to me that a teacher should continuously work on the development of ones skills; otherwise, he/she may not be to improve the experiences of students and their academic performance. This is one of the arguments that can be put forward. Furthermore, it is important to speak about the formation of students values and attitudes. A teacher should concentrate on such values as respect for diversity. These are the main details that can be identified. These lessons likely influence many of my professional choices and attitudes toward colleagues and students.

Reference List

Doiron, R., & Asselin, M. (2005). Literacy, Libraries and Learning: Using Books and Online Resources to Promote Reading, Writing, and Research. New York, NY: Pembroke Publishers Limited.

Ornstein, A. (2013). Foundations of Education. New York, NY: Cengage Learning.

Scales, P. (2011). Continuing Professional Development In The Lifelong Learning Sector. New York, NY: McGraw-Hill International.

Spradlin, L., & Parsons, R. (2008). Diversity Matters: Understanding Diversity in Schools: Understanding Diversity in Schools. New York, NY: Cengage Learning.

A lesson plan is an integral part of the teachers preparation for the upcoming lecture. It helps to fix the content in a sequence of the educational process, clarify the necessary formulations and concepts, and to build a logical sequence of information. Although in every school or university, there is a standard requirement to follow a lesson plan, there are plans of different quality and relevance, so some of them should be changed or substituted. This essay aims to present and analyze two different plans.

First of all, it is time to break down an example of a good lesson plan. The set of lesson plans written by Wayne Geerling and G. Dirk Mateer is composed to teach Economics with the help of a new teaching method. It becomes more common to use popular television shows or movies to show an example of any concept or phenomenon. According to Geerling et al, the ability of a lecturer to tie ideas to current or past episodes allows him or her to reach students in a way it was not possible before (162). All those five lesson plans are related to the videos from a very popular sitcom The Big Bang Theory. The third lesson, named The Floppy Discs, will be examined in the next paragraph.

To begin with, this lesson includes all the necessary parts a good lesson should contain, such as assessment, material, and objectives. This lesson plan is designed to teach students the notion of economic growth and show how technology development contributes to it. The intended age group is students from high school, ranging from the 9th to 12th grade. The lesson plan includes clear and appropriate learning objectives such as defining technology in economic terms and an explanation of the role technology plays in economic growth. Moreover, the plan has a well-structured assessment stage where three questions are related to the topic.

Despite referring to the TV show, the plan offers a piece of credible information on the topic and the case studies. The plan uses interesting resources such as a clip from the sitcom, information on case studies, and other definitions. Everything starts with a warm-up when a teacher asks students how they save information these days. Then students should watch a clip where Sheldon, one of the protagonists, explains why he still uses a floppy disk, which as a result failed to work.

This episode is here to ignite discussion on how computer development contributed to economic growth. This lesson plan is great to adapt to any classroom, as it implies a great method of reaching students minds making them active and concentrated. However, the work in the group part should be changed a little bit as it seems to be ineffective.

On the contrary, the lesson plan prepared by Mary Klein could be presented as an example of a faulty one. The author emphasized that this plan deals with the Socratic Seminar discussion. The topic of the lecture is the European Union and its geopolitical role. The plan is created to discuss students in the way close to debates to understand themselves at a profound level (Klein 6). Thus, the learning objectives of this plan seem to be too broad, they should be stated more precisely.

There are instructions on how to prepare before the class, but there are no specified materials in the paper. Instruction on the discussion is written properly, so everything is clear here. The assessment part, including questions and assessment sheets, is well-structured too. However, it seems that this outline needs more different activities. As practice shows, the whole lecture of debates makes students tired, and they gradually lose concentration.

To conclude, it is difficult to envisage an ideally conducted lesson or lecture plan, but it is an important tool. The first analyzed lesson about economic growth is an example of a good plan because it has all the needed stages, information, and the modern method of teaching. The second one on the EU is erroneous because it is very superficial, and there is a lack of structure.

Works Cited

Klein, Mary. European Union Lesson Plan. CSEES, 2019. Web.

Geerling, Wayne, et al. Lesson Plans for Teaching Economics with The Big Bang Theory. Economics faculty publications, 2018. pp. 161-184.